Welcome to the Course CHS 385

Wish You a HAPPY Semester

Basmah Kattan

Instructor's Expectations: Mobiles OFF

Instructor's Expectations: Attendance and Punctuality

Instructor's Expectations: Participation

Instructor's Expectations: Commitment

Instructor's Expectations: Respect of each other

Instructor's Expectations: Respect of due dates

Mrs. Basmah Kattan

CHS 385

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Outline Principles of Learning Characteristics of patient learners

(children ,adolescent, adult ). Andragogy Learning Tips for Effective Instructors

(Elements of learning): - Motivation - Transference - Retention - Reinforcement

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Principles of Learning We learn to do by doing. We learn to do what we do and not something

else. Without readiness, learning is inefficient and

may be harmful. Without motivation there can be no learning

at all. For effective learning, responses must be

immediately reinforced. Meaningful content is better learned and

longer retained than less meaningful content.

We learn to do by doing. We learn to do what we do and not something

else. Without readiness, learning is inefficient and

may be harmful. Without motivation there can be no learning

at all. For effective learning, responses must be

immediately reinforced. Meaningful content is better learned and

longer retained than less meaningful content.

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Characteristics of patient learners(children ,adolescent, adult ).

Teaching Children: Teaching adolescent As a person matures: Teaching Older patients Barriers to Adult Learning

11 How can these differences affect your educating technique

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Teaching Children.How?

Teaching Children:

Consider growth and development stage. They are not small adults. They have short alertness span, don’t prolong

sessions.

13 How can these differences affect your educating technique

Teaching Children:

They Learn more through practice Consider play therapy. They pay attention in sessions.

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Teaching Adolescents.How?

Teaching adolescent

Peer group very important. Use language that shows them that they are

adults. Teach them like adult.

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Teaching adolescent

Teach them without parents. Group teaching and support groups makes

good effects. Give responsibility. Body image is very important. Honesty is crucial.

17 How can these differences affect your educating technique

As a person matures :

His/her self-concept moves from dependency to self-directing

Accumulates a growing reservoir of experience, which is a rich resource for learning

18 How can these differences affect your educating technique

As a person matures :

Change in time perspective: from future application of knowledge to immediacy of application---more problem-centered than subject-centered in learning

Motivated to learn by internal factors rather than external ones

19 How can these differences affect your educating technique

As a person matures :

Established Beliefs, values Less flexible Are accustomed to responsibility

20 How can these differences affect your educating technique

As a person matures :

Have rich experience Have different learning styles. Fear failure and embarrassment. Need praise and encouragement.

21 How can these differences affect your educating technique

Teaching Older patients :

Speak at a low tone. Present information slowly with explanations. Reduce distraction.

22 How can these differences affect your educating technique

Teaching Older patients :

Allow plenty of time for absorption. Keep in mind their reduced capacity of

learning. Use experience and groups.

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Teaching Older patients :

Keep in mind their anxiety level. Involve family member. Avoid making changes in medical regimen

unless necessary.

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28 How can these characteristics affect your educating technique

29 How can these characteristics affect your educating technique

Learning Tips for Effective InstructorsThere are four critical elements of learning that must be addressed to ensure that participants learn. These elements are Motivation Reinforcement Retention Transference

There are four critical elements of learning that must be addressed to ensure that participants learn. These elements are Motivation Reinforcement Retention Transference 30

Motivating the Adult Learner Another aspect of adult learning is

motivation. At least six factors serve as sources of

motivation for adult learning: Social relationships: to make new

friends, to meet a need for associations and friendships.

External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority.

Another aspect of adult learning is motivation.

At least six factors serve as sources of motivation for adult learning:

Social relationships: to make new friends, to meet a need for associations and friendships.

External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority.

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Motivating the Adult Learner Social welfare: to improve ability to serve

mankind, prepare for service to the community, and improve ability to participate in community work.

Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors.

Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work

Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.

Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.

Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors.

Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work

Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.

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Barriers and Motivation Adults have many responsibilities that they

must balance against the demands of learning.

Because of these responsibilities, adults have barriers against participating in learning.

Some of these barriers include lack of time, money, confidence, or interest, lack of information about opportunities to learn, scheduling problems, and problems with child care and transportation.

Adults have many responsibilities that they must balance against the demands of learning.

Because of these responsibilities, adults have barriers against participating in learning.

Some of these barriers include lack of time, money, confidence, or interest, lack of information about opportunities to learn, scheduling problems, and problems with child care and transportation.

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Barriers and Motivation

The best way to motivate adult learners is simply to enhance their reasons for education and decrease the barriers.

The best way to motivate adult learners is simply to enhance their reasons for education and decrease the barriers.

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Barriers and Motivation Feedback must be specific, not

general. Participants must also see a reward

for learning. The reward does not necessarily have

to be monetary. Finally, the participant must be interested in the subject. Interest is directly related to reward.

Feedback must be specific, not general.

Participants must also see a reward for learning.

The reward does not necessarily have to be monetary.

Finally, the participant must be interested in the subject. Interest is directly related to reward.

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Reinforcement

Reinforcement is a very necessary part of the teaching/learning process; through it, instructors encourage correct modes of behavior and performance.

Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.

Reinforcement is a very necessary part of the teaching/learning process; through it, instructors encourage correct modes of behavior and performance.

Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.

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Reinforcement

Negative reinforcement is the contingent removal of a noxious

stimulus that tends to increase the behavior. The contingent presentation of a noxious stimulus that tends to decrease a behavior is called Punishment. Reinforcing a behavior will never lead to extinction of that behavior by definition.

Punishment leads to extinction of a particular behavior, but positive or negative reinforcement of that behavior never will.

Negative reinforcement is the contingent removal of a noxious

stimulus that tends to increase the behavior. The contingent presentation of a noxious stimulus that tends to decrease a behavior is called Punishment. Reinforcing a behavior will never lead to extinction of that behavior by definition.

Punishment leads to extinction of a particular behavior, but positive or negative reinforcement of that behavior never will.

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Reinforcement

When instructors are trying to change behaviors (old practices), they should apply both positive and negative reinforcement.

Instructors need to use it on a frequent and regular basis early in the process to help the learners retain what they have learned. Then, they should use reinforcement only to maintain consistent, positive behavior.

When instructors are trying to change behaviors (old practices), they should apply both positive and negative reinforcement.

Instructors need to use it on a frequent and regular basis early in the process to help the learners retain what they have learned. Then, they should use reinforcement only to maintain consistent, positive behavior. 38

Retention learners must retain information from classes

in order to benefit from the learning. The instructors' jobs are not finished until they

have assisted the learner in retaining the information.

In order for participants to retain the information taught, they must see a meaning or purpose for that information.

They must also understand and be able to interpret and apply the information.

learners must retain information from classes in order to benefit from the learning.

The instructors' jobs are not finished until they have assisted the learner in retaining the information.

In order for participants to retain the information taught, they must see a meaning or purpose for that information.

They must also understand and be able to interpret and apply the information.

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Retention

The amount of retention will be directly affected by the degree of original learning. Simply stated, if the participants did not learn the material well initially, they will not retain it well either.

Retention by the participants is directly affected by their amount of practice during the learning.

Instructors should emphasize retention and application.

After the learners demonstrate correct (desired) performance, they should be urged to practice to maintain the desired performance.

The amount of retention will be directly affected by the degree of original learning. Simply stated, if the participants did not learn the material well initially, they will not retain it well either.

Retention by the participants is directly affected by their amount of practice during the learning.

Instructors should emphasize retention and application.

After the learners demonstrate correct (desired) performance, they should be urged to practice to maintain the desired performance.

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Transference Transfer of learning is the result of training It is the ability to use the information taught

but in a new setting. As with reinforcement, there are two types of

transfer: positive and negative. Positive transference, like positive

reinforcement, occurs when the participants uses the behavior taught .

Negative transference, again like negative reinforcement, occurs when the participants do not do what they are told not to do. This results in a positive (desired) outcome.

Transfer of learning is the result of training It is the ability to use the information taught

but in a new setting. As with reinforcement, there are two types of

transfer: positive and negative. Positive transference, like positive

reinforcement, occurs when the participants uses the behavior taught .

Negative transference, again like negative reinforcement, occurs when the participants do not do what they are told not to do. This results in a positive (desired) outcome. 41

Transference Transference is most likely to occur in the

following situations: Association -- participants can associate the

new information with something that they already know.

Similarity -- the information is similar to material that participants already know; that is, it revisits a logical framework or pattern.

Degree of original learning -- participant's degree of original learning was high.

Critical attribute element -- the information learned contains elements that are extremely beneficial (critical) for the person ( ex. Job).

Transference is most likely to occur in the following situations:

Association -- participants can associate the new information with something that they already know.

Similarity -- the information is similar to material that participants already know; that is, it revisits a logical framework or pattern.

Degree of original learning -- participant's degree of original learning was high.

Critical attribute element -- the information learned contains elements that are extremely beneficial (critical) for the person ( ex. Job). 42

At the end The heightened success requires a greater

responsibility on the part of the teacher. The learners come to the course with

precisely defined expectations. There are barriers to their learning. The best motivators for adult learners are

interest and selfish benefit. If they can be shown that the program

benefits them pragmatically, they will perform better, and the benefits will be longer lasting.

The heightened success requires a greater responsibility on the part of the teacher.

The learners come to the course with precisely defined expectations.

There are barriers to their learning. The best motivators for adult learners are

interest and selfish benefit. If they can be shown that the program

benefits them pragmatically, they will perform better, and the benefits will be longer lasting.

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References

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Stephen Lieb,Arizona Department of Health ServicesVISION, Fall 1991

Thank you!

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